Mapping the Role of STEAM Education in Fostering Digital Literacy and Problem-solving Skills

Abstract

Rapid digital transformation demands the mastery of digital literacy and problemsolving abilities as fundamental 21st-century competencies. However, a comprehensive mapping of how STEAM (Science, Technology, Engineering, Arts, and Mathematics) education integrates these two skills remains limited. This study aims to analyze global trends, conceptual structures, and pedagogical practices of STEAM in enhancing students’ digital literacy and problem-solving skills. Employing a mixed-method approach combining bibliometric analysis and systematic literature review, this research examined publication data from Google Scholar (2020–2025). VOSviewerassisted bibliometric analysis of 100 articles and an in-depth synthesis of 20 selected articles revealed a significant rising trend in research, with productivity peaking in 2022–2023. Key findings indicate that STEAM integration, particularly through Project- Based Learning (PjBL) models, effectively transforms students from passive technology consumers into creative content producers. The study identifies that the engineering process within STEAM strengthens systematic thinking, while arts integration provides perspective flexibility in problem-solving. This research concludes that STEAM serves as a strategic framework for future education, with urgent implications for reorienting teacher training toward integrative pedagogy and developing curricula adaptive to local cultural contexts (Ethno-STEAM).